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Full-Text Articles in Education

Creating Commons: Photovoice Philosophy In A Third Space, Jason M. Cox, Lynne Hamer May 2023

Creating Commons: Photovoice Philosophy In A Third Space, Jason M. Cox, Lynne Hamer

Journal of Social Theory in Art Education

Teach Toledo is a program that the authors co-coordinate using community assets to create a third space to confront systemic racism’s impact on teacher education programs and facilitate hybridity (Bhaba, 1994). Diverse student cohort members use their lived experience as the base for their individual and shared urban educational philosophies, coordinated in a first-year horizontally and vertically integrated curriculum including written compositions and a PhotoVoice project. “Creating commons” refers not only to provision of a third space as a common space where private experiences can be combined to create a hybrid, new understanding, but also to the creative act of …


On Becoming Online Educators: Developing Hybrid Learning-Centered Pedagogy, Rachel Toncelli Edd, Leila Rosa Phd Apr 2023

On Becoming Online Educators: Developing Hybrid Learning-Centered Pedagogy, Rachel Toncelli Edd, Leila Rosa Phd

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this article here.

Recent global events pushed in-person learning to online formats. As K-12 teachers struggled with shifting from in-person to online teaching while adapting and adjusting instruction, and higher education prepared to do the same, two faculty members in a TESOL teacher preparation program joined forces to question assumptions about online teaching, reflect on praxis, and revisit pedagogy and practices through a critical autoethnographic study. Building from adult constructivist learning theory and collegial inquiry, the researchers utilized the pandemic as a stage for innovation and an opportunity to study their own ability, as …


The Best Way To Learn A Pedagogy Is Practice: A Project-Based Learning Journey, Kelly C. Margot, Katherine Worden Mar 2023

The Best Way To Learn A Pedagogy Is Practice: A Project-Based Learning Journey, Kelly C. Margot, Katherine Worden

Michigan Reading Journal

Project based learning (PBL) is an instructional practice that gives students an opportunity to learn while focused on sustained inquiry. The teacher becomes a facilitator of learning by guiding students through an inquiry-process that includes authentic learning leading to a student-created product that will be shown to an authentic audience. Preservice teachers often lack exposure to this type of inquiry-based learning from their own school experiences and may be intimidated by this type of pedagogy. This manuscript tells the story of one English preservice teacher’s experience learning to be more comfortable with PBL and the role teacher education played by …


Lessons We Learned From Avatars: Cultivating Meaningful Preservice Teacher Online Experiences During Covid-19 And Beyond, Kristin M. Murphy, Janna Jackson Kellinger Feb 2023

Lessons We Learned From Avatars: Cultivating Meaningful Preservice Teacher Online Experiences During Covid-19 And Beyond, Kristin M. Murphy, Janna Jackson Kellinger

Pedagogy and the Human Sciences

Like flight simulators used to train airline pilots prior to flying an actual airplane, mixed reality simulations provide an opportunity to interact with avatars in order to practice newly learned behaviors in an online environment. As teacher educators, we have used mixed reality simulations as a part of our coursework for the past five years. In this article, we discuss implications and lessons learned for teacher education practice and research in the online environment during COVID-19 and beyond based on our experiences using mixed reality.


Implicit Gender Bias In The Classroom: Memories From K-12 Education, Melissa J. Marks, Michelle L. Amodei Feb 2023

Implicit Gender Bias In The Classroom: Memories From K-12 Education, Melissa J. Marks, Michelle L. Amodei

Journal of Research Initiatives

Implicit biases affect everyone in society, including within the K-12 education system. This study investigated what memories of implicit gender bias preservice teachers (PSTs) recalled from their K-12 education. These memories may be connected to the PSTs’ embedded implicit biases and indicate the long-term impact of teachers’ biases on students. A total of 141 undergraduate PSTs from two universities were surveyed regarding gender expectations and recognition of LGBTQ+ people. Results indicated an inconsistency between espoused beliefs and practices within the classrooms. Because schools often reflect society’s norms and perpetuate them through implicit bias, understanding what biases are currently accepted and …


Thinking About Teaching: A Rural Social Studies Teacher's Path To Strive For Excellence, Dana F. Serure Feb 2023

Thinking About Teaching: A Rural Social Studies Teacher's Path To Strive For Excellence, Dana F. Serure

Excelsior: Leadership in Teaching and Learning

Thinking About Teaching: A rural social studies teacher's path to strive for excellence by Casey Jakubowski (2020) offers insights about the macros and micros of teaching. The book is geared toward educators and teacher candidates who seek to know more about the teaching profession. The book comprises four parts, including: 1) an introduction of practice which details twenty brief chapters of hot education topics, 2) curriculum and instruction, 3) rural education, and 4) a conclusion that pinpoints recommendations about teaching based on his experience that spans twenty years in the education field. Throughout the book Jakubowski expresses his professional journey …


Internship Experiences Of Pre-Service Teachers: A Case Study Of Efl Korean Students In The Philippines, Gina B. Ugalingan, Aileen Bautista, Rochelle Irene Lucas Dec 2022

Internship Experiences Of Pre-Service Teachers: A Case Study Of Efl Korean Students In The Philippines, Gina B. Ugalingan, Aileen Bautista, Rochelle Irene Lucas

Journal of English and Applied Linguistics

Various studies on the different experiences of pre-service teachers who are non-native speakers of English emerged to strengthen the teaching curriculum and empower them to be equipped as they take the role of classroom teachers. Some foreign students even study abroad to strengthen their proficiency in the English language; more so, other teacher education programs offer internships abroad. Studies support that teaching internship experiences impact shaping novice teachers’ identity (Borg, 2003; Kim & Cho, 2014; Ulla, 2016). This case study describes the teaching experiences of eight Korean pre-service teachers during their internship. The participants were students under the program of …


Work Beyond The Work: Amplifying How Black Women Educators Experience Teacher Preparation Programs, Chéleah Victoria Googe Dec 2022

Work Beyond The Work: Amplifying How Black Women Educators Experience Teacher Preparation Programs, Chéleah Victoria Googe

Educational Foundations & Leadership Theses & Dissertations

The representation of Black teachers in the field of K-12 education has declined significantly in the last forty years (Ingersoll, 2011; Milner & Howard, 2004). Once considered a pathway to the middle class for Black Americans, teaching was a sought-after profession for Black folks for job stability (Collier, 2002). While there is extensive research on the experiences of teachers of color, and what might lead to their attrition in the teaching profession, Black women experience a specific intersection of race, class, and gender that affects their sustainability in the teaching profession that deserves exploration.

This qualitative research study examined the …


Interrogating Racism: An Arts-Based Self-Study Of The Interactions Of One White Teacher Educator In A Rural Teacher Preparation Program, Jaime Vanenkevort Dec 2022

Interrogating Racism: An Arts-Based Self-Study Of The Interactions Of One White Teacher Educator In A Rural Teacher Preparation Program, Jaime Vanenkevort

All NMU Master's Theses

This arts-based self-study examined racism, whiteness, and white supremacy in the practices of one teacher educator in a rural, Midwestern university. Data was generated using arts-based methods. Narrative inquiry and critical incident technique (CIT) were utilized to analyze data. Through arts-based self-study techniques, I demonstrate how arts-based self-study can create diverse and multimodal access to understand identity construction and the effort to dismantle racism and other systemic barriers in the teacher education context. Furthermore, through multimodal arts-based data collection, I demonstrate the possibility for educators to navigate complex memory and emotional processing to develop more complex, nuanced understandings of antiracist …


What Counts As Rigor When Rigor Counts?: Increasing Intentionality In Teacher Education, Derek Riddle, Chyllis E. Scott, Leann G. Putney Sep 2022

What Counts As Rigor When Rigor Counts?: Increasing Intentionality In Teacher Education, Derek Riddle, Chyllis E. Scott, Leann G. Putney

Taboo: The Journal of Culture and Education

Debates regarding the effectiveness of teacher preparation programs continue to persist. The level of rigor in teacher preparation programs and the ability of teacher educators to prepare candidates for the challenges persist in the educational climate. In higher education, rigor has been well-defined, but the understanding is limited, specifically rigor in preparing new teachers. This study undertook a telling case approach to explore student and faculty perceptions of rigor in a teacher preparation course. This research “leans in” to the criticism of rigor by exploring how teacher preparation programs can match the rigor and demands of the profession and to …


Introducing A Revenue-Generating Program: A Post-Compulsory Cinderella Story, Claire Mooney Aug 2022

Introducing A Revenue-Generating Program: A Post-Compulsory Cinderella Story, Claire Mooney

The Organizational Improvement Plan at Western University

In 2015 the Ontario provincial government implemented an amendment to Regulation 347/02: Accreditation of Teacher Education Programs. This amendment resulted in the move from a two-semester program to a four-semester program with a commensurate reduction in funding from 2.0 to 1.5 for BEd students, effectively moving them from 1.0 FTE funding to 0.75. The introduction of the amendment coincided with the move to a Responsibility Centred Management approach to funding across South Central University. Hence, the reduction in funding was coincident with greater devolved responsibility for fiscal management at a departmental and faculty level. The Teacher Education Stream (TES) program …


Teaching Priorities As Both Durable And Flexible: Writing Pedagogy Classes Across International Contexts, Charlotte L. Land, Jessica Cira Rubin Jul 2022

Teaching Priorities As Both Durable And Flexible: Writing Pedagogy Classes Across International Contexts, Charlotte L. Land, Jessica Cira Rubin

Teaching/Writing: The Journal of Writing Teacher Education

This article developed from a year-long inquiry into our practices as writing teacher educators. As new university faculty in two different countries, we drew on a previous literature review project to identify enduring priorities for teaching writing pedagogy. We then analyzed our developing practices in these unfamiliar places, specifically noting what also felt flexible enough to work across contexts, leaving space for local adaptation. For each of our classes, we explore how we expressed those priorities: discussing teaching practices as connected with theories and discourses of teaching writing, supporting teacher-student experiences through a cycle of writing, and facilitating appreciative views …


Guns, Classrooms, And Politics: Eliciting And Reflecting Upon Education Student Beliefs In The Age Of School Shootings, James K. Rigney, Gage Jeter Jul 2022

Guns, Classrooms, And Politics: Eliciting And Reflecting Upon Education Student Beliefs In The Age Of School Shootings, James K. Rigney, Gage Jeter

Excelsior: Leadership in Teaching and Learning

Unearthing the perspectives students bring with them in their college-level education coursework is especially important as education instructors are tasked with interrupting the unexamined proliferation of dominant ideologies among future educational professionals. The introduction to education course serves as an important site for this interrogation. One trend largely unexplored in the scholarly literature is the pedagogical use of controversy in introduction to education coursework. This study analyzes student discussion of the controversy of school gun violence within a redesigned introduction to education course. Data for this study come from student postings and final reflection papers in an online section of …


Ungrading The Writing Process: Crafting An Educational Philosophy Statement, Delia Hernandez Jun 2022

Ungrading The Writing Process: Crafting An Educational Philosophy Statement, Delia Hernandez

Open Educational Resources

This project provides a framework and process for guiding preservice teachers in the creation of their educational philosophy statements that is guided by the principles of the writing across the curriculum program and ungrading movement in education.


Preservice Teachers’ Perceptions And Knowledge Of Response To Intervention/Multitiered Systems Of Support, Alexandra J. Taylor, Tommy Wells, Amy E. Lein Jun 2022

Preservice Teachers’ Perceptions And Knowledge Of Response To Intervention/Multitiered Systems Of Support, Alexandra J. Taylor, Tommy Wells, Amy E. Lein

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

There has been considerable research that establishes the need to improve teachers’ knowledge of and ability to effectively implement response to intervention (RtI)/multi-tiered systems of support (MTSS), and there is a scarcity of research examining interventions addressing these concerns. In a mixed methods study, we examined the perceptions and knowledge of the RtI/MTSS frameworks of undergraduate preservice teaching candidates enrolled in a dual certification program at a small, private Catholic university in Kentucky, before and after participating in a semester-long, experiential learning project. The project involved monitoring both the reading and mathematics progress of struggling elementary or middle school-aged students …


Undoing Whiteness To Diversify Teacher Education And The Teaching Force, Rick Lybeck, Andrew P. Johnson, Maria-Renee Grigsby Jun 2022

Undoing Whiteness To Diversify Teacher Education And The Teaching Force, Rick Lybeck, Andrew P. Johnson, Maria-Renee Grigsby

Elementary and Literacy Education Department Publications

Various initiatives are underway in Minnesota and around the country to promote racial consciousness in K-12 teaching (R4615). Some of these show great promise for helping to realize goals related to racial equity and social justice articulated by key professional organizations guiding teacher education and educational research nationwide (AACTE; AERA; AESA).

While enrollment statistics point to incremental gains being made toward diversifying the teaching force in Minnesota and nationwide, this pace lags behind the growth in diversity of the K-12 student population. At the same time, Minnesota’s teaching force remains over 90% white (MDE, 2020).

Considering …


Building Community In An Asynchronous Write-To-Learn Course, Mary K. Tedrow Mar 2022

Building Community In An Asynchronous Write-To-Learn Course, Mary K. Tedrow

Teaching/Writing: The Journal of Writing Teacher Education

This study examines one online asynchronous course, Writing in Literature, devised by the researcher to determine the potential for building a student-centered course functioning as a learning community in spite of the limitations of the lack of shared space or time. The course was examined via student surveys that qualified experiences within the course as well as a review and coding of end-of-course student reflections. The survey and reflective commentary indicate that it is possible for an asynchronous course to effectively build a vibrant learning community. The learner to learner, learner to instructor, and learner to content framework recommended …


Structured Pathways, Reinforced Plans: Exploring The Impact Of A Dual Enrollment Program On The College Choice And Career Interests Of Future Teachers Of Color, Jennifer M. Johnson, Joseph H. Paris, Juliet D. Curci Feb 2022

Structured Pathways, Reinforced Plans: Exploring The Impact Of A Dual Enrollment Program On The College Choice And Career Interests Of Future Teachers Of Color, Jennifer M. Johnson, Joseph H. Paris, Juliet D. Curci

Journal of College Access

In response to the critical shortage of a diverse teacher workforce, Temple Education Scholars is a “Grow Your Own" dual enrollment program model designed to promote access to postsecondary education and educator diversity. Grow Your Own programs have frequently been cited as a promising and potentially sustainable model for addressing the disparity between the racial identifications of students and those of their teachers. Using social cognitive career theory, we explore how three participants in the Temple Education Scholars program develop academic and career interests in teaching and make educational choices related to their career aspirations. Following case study analysis, we …


Assessing Teacher Candidates’ Pedagogical Judgement: An Analysis Of Clinically-Based Instructional Assignments, Sonia Janis, Mardi Schmeichel, Joseph Mcanulty, Chantelle Grace, Kaitlin Wegrzyn Jan 2022

Assessing Teacher Candidates’ Pedagogical Judgement: An Analysis Of Clinically-Based Instructional Assignments, Sonia Janis, Mardi Schmeichel, Joseph Mcanulty, Chantelle Grace, Kaitlin Wegrzyn

Journal of Educational Supervision

Research on clinically-based teacher education indicates that facilitating clinical experiences for teacher candidates improves their preparation for the profession. While we have answered the call to implement rich clinical experiences in our teacher education program, we have found that we also needed to design new, robust strategies to assess what the candidates are taking away from their clinical experiences. This paper describes our use of Horn and Campbell’s (2015) notion of “pedagogical judgment” to analyze the work of social studies teacher candidates in clinical placements. We describe a rubric developed to evaluate candidates’ pedagogical judgment and offer insights into the …


The Immersion Program, Lily Kroenung Jan 2022

The Immersion Program, Lily Kroenung

COR 101 Slides

The Teacher Immersion Program (TIP) is a partnership between OCM BOCES and local colleges and universities, to place aspiring educators in need of authentic experience into districts in need of quality substitute teachers across the region.


Addressing The Social Loafing Problem In Assessment Practices From The Perspectives Of Tanzania’S Pre-Service Teachers, Joseph Reginard Milinga, Ezelina Angetile Kibonde, Venance Paul Mallya, Monica Asagwile Mwakifuna Jan 2022

Addressing The Social Loafing Problem In Assessment Practices From The Perspectives Of Tanzania’S Pre-Service Teachers, Joseph Reginard Milinga, Ezelina Angetile Kibonde, Venance Paul Mallya, Monica Asagwile Mwakifuna

Australian Journal of Teacher Education

Recent developments of higher teacher education in Tanzania have witnessed high student enrolments necessitating change of an emphasis from individual assessment to group-based assessment practices. In this context, informed by the constructivist philosophical perspective, this article reports on the pre-service teachers’ voices regarding the prevalence, impacts and counteractive strategies of social loafing. The pre-service teachers are drawn from one higher education institution in Tanzania that serves as a case study. It draws on qualitative data collected from a sample of purposively selected undergraduate pre-service teachers. The study found social loafing tendencies to be commonplace and with far-reaching consequences amongst students …


Preparing Australian Special Educators: Courses And Content, Jennifer Stephenson, Rahul Ganguly, Coral Kemp, Catherine Salisbury Jan 2022

Preparing Australian Special Educators: Courses And Content, Jennifer Stephenson, Rahul Ganguly, Coral Kemp, Catherine Salisbury

Australian Journal of Teacher Education

: The characteristics and content of post-graduate courses in special and/or inclusive teacher education in Australian universities were examined using publicly available material on university websites. Content analysis was guided by a set of content area elements covering desirable skills and knowledge for special educators that were identified in the Australian literature. The presence or absence of these content elements in each course and in core or elective units was coded for 28 courses from 21 universities. All or most courses covered generic content such as teaching strategies and evaluating and using research. However, more specialist content, such as explicit …


Speculative Essays On Neoliberalism In Education: Dreams Of Resistance And Action For A More Socially Just Future, Lindsey Crumley Jan 2022

Speculative Essays On Neoliberalism In Education: Dreams Of Resistance And Action For A More Socially Just Future, Lindsey Crumley

Electronic Theses and Dissertations

The way in which teachers are educated has wide reaching impacts on the ways students in their classrooms are educated. When test scores are regarded as the sole marker of a good teacher, then critical pedagogies and theories are left out of teacher education spaces. This dissertation aims to discuss a multitude of issues, both structural and day-to-day, that plague both education as a whole and teacher education specifically. Additionally, this dissertation aims to show ways in which communities, teacher educators, students, and schools are acting in resistance to the forms of control seen in education. This dissertation will use …


Teacher Education Programs Of Top Pisa Scoring Countries, Stephanie Kafer Dec 2021

Teacher Education Programs Of Top Pisa Scoring Countries, Stephanie Kafer

Honors Projects

This research paper aims to investigate the teacher education programs of four different countries that have consistently scored high on the international Programme for International Student Assessment (PISA) test. This project intends to answer two questions: What locations consistently perform high on the Programme for International Student Assessment (PISA) test? What do the teacher training programs look like for these locations and are there commonalities between programs of different locations? The first question is answered using statistics of PISA scores from the past twenty years and from those statistics, the top four countries that this paper focuses on are Finland, …


Comparing Special Education Teachers’ Personality Profile With Their Choice To Teach, Laron A. Scott, Lauren Bruno, Philip Gnilka, Lindsay Kozachuk, Katherine Brendli, Vivian Vitullo Dec 2021

Comparing Special Education Teachers’ Personality Profile With Their Choice To Teach, Laron A. Scott, Lauren Bruno, Philip Gnilka, Lindsay Kozachuk, Katherine Brendli, Vivian Vitullo

Excelsior: Leadership in Teaching and Learning

Researchers have yet to examine the association of Holland personality profiles as it relates to special education teachers. In response to this need, we report the personality and vocational profiles (Holland Codes) of 134 special education teachers across a special education training program. The purpose of this paper is to summarize findings from the Self-Directed Search measure commonly used to assess the personality of participants in an occupation and suggest implications for participants’ choice in becoming a special education teacher. Our focus was on personality match with vocational choice to include participants’ demographic (e.g., gender, race/ethnicity, and geographical location) profile. …


Building Community Using Experiential Education With Elementary Preservice Teachers In A Social Studies Methodology Course, Stephanie Speicher Dec 2021

Building Community Using Experiential Education With Elementary Preservice Teachers In A Social Studies Methodology Course, Stephanie Speicher

Journal of Global Education and Research

There is urgency for teacher educators to instruct preservice teachers in the tenants of social justice education. This urgency is based upon the American demographic landscape and the responsibility of educators to teach for social justice. Preservice teachers report feeling inadequately prepared to educate for social justice when entering the classroom setting (citations from below). Feelings of incompetence in social justice teaching expressed among preservice teachers coupled with minimal examination in the literature of the effects of teacher education practices that aid in the readiness to teach for social justice provided the foundation for this study. This study examined experiential …


Planning And Teaching For Student Learning In Mathematics: How Graduate Student Instructors Develop And Implement Instruction, Jennifer S. Crooks-Monastra Oct 2021

Planning And Teaching For Student Learning In Mathematics: How Graduate Student Instructors Develop And Implement Instruction, Jennifer S. Crooks-Monastra

Theses and Dissertations

The purpose of this study was to explore undergraduate mathematics teaching from the perspective of a graduate student serving as a first-time precalculus instructor of record. A multiple case study was designed to follow three mathematics graduate student instructors (MGSIs) through one semester of teaching to understand their goals for student learning, efforts to achieve these goals, influences on planning, and to identify challenges they encountered. For each MGSI, data collection included four interviews, three observations of teaching, weekly journal entries, and written assignments from a pedagogy course. A focus group, field notes from the pedagogy course, audio from mentor …


Black Liberation In Teacher Education: (Re)Envisioning Educator Preparation To Defend Black Life And Possibility, Justin A. Coles, Darrius Stanley Sep 2021

Black Liberation In Teacher Education: (Re)Envisioning Educator Preparation To Defend Black Life And Possibility, Justin A. Coles, Darrius Stanley

Northwest Journal of Teacher Education

Current configurations of teacher education programs are insufficient in attracting and producing teachers equipped to teach through the permanence of antiblackness, instead still relying on race-neutral or color-evasive pedagogies that perpetuate the misrecognition of antiblackness. As evident by the sustained inequities experienced by Black children and the routine marginalization of Black (teacher) educators in the field, we recognize that teacher education programs, and subsequently P-12 classrooms, are not designed nor equipped to reduce the harm caused by persistent anti-Black racism. Despite the ways Blackness is derided and invisibilized in educator preparation, Black students, families, and communities have long countered anti-Black …


If You Are Not Ready, Then Step Aside: Intentionally Centering The Black Male Body In Teacher Education, Cherrel Miller Dyce, Julius Davis Sep 2021

If You Are Not Ready, Then Step Aside: Intentionally Centering The Black Male Body In Teacher Education, Cherrel Miller Dyce, Julius Davis

Northwest Journal of Teacher Education

The conditions of Black male students in K-12 schools have been well-documented by scholars and clearly illustrate institutionalized anti-Black maleness that continues to go unaddressed or, in some cases, never addressed in most educator preparation programs and school systems in the U.S. We call for the centering of Black male bodies in teacher education and offer Afrocentric Assessment Mattering Pathways (AAMP) for guidance for intentionally centering the Black male body in teacher education: 1) critical anti-black self-reflection, 2) Afrocentric curricular change using Black history, and 3) engaging in off-campus Afrocentric environments.


Shifting Individuals And An Organization Towards Social Justice: A Teacher Education Program Imperative, Jennifer L. Skelding Jul 2021

Shifting Individuals And An Organization Towards Social Justice: A Teacher Education Program Imperative, Jennifer L. Skelding

The Organizational Improvement Plan at Western University

Globalization is the interconnected national and international forces that shape and define nations, economies, and peoples and that extend to schools. Higher education institutions, and kindergarten to Grade 12 school systems, are impacted by the internationalization of teaching, research, and service in response to market- and ethically driven discourses of targeted international admissions policies. Teacher education programs are positioned to respond to the internationalized teaching and learning context to support nondominant teacher candidates and prepare future teachers for diverse classrooms post-graduation. This OIP problematizes an inconsistent strategic direction to prioritize culturally sustaining pedagogies in a diverse teacher education program located …